‘Back to My Roots’

Highly skilled migration in the South African context remains underexplored. In particular, there exists a significant gap in the literature concerning the exit of teachers to destinations abroad and the subsequent return and reintegration of South Africans upon their return. This study contributes to filling this scholarly gap by examining the primary motivation for the return of South African teachers, namely, family considerations. Drawing on a qualitative case study involving thirty return-migrant teachers, the study is theoretically informed by Cassarino’s (2004) framework on return-migration motivations and Wright’s (2012) typology of migrant well-being. Data collection methods included open-ended questionnaires, semi-structured interviews, and focus group discussions. Although participants specialised in a range of subjects, STEM (Science and Mathematics) and English emerged as particularly high-demand fields both domestically and internationally, presenting teaching opportunities locally and abroad. The findings highlight transnational linkages and the complex interplay of both anticipated and unexpected return migration drivers. A primary family motivator for return was the desire to provide a conducive home environment for children. Additionally, unforeseen factors such as the declining health or death of a family member prompted return. The study revealed South African teachers’ international migration for functional well-being; however, psychosocial well-being was significant in propelling their return migration

Destinations · Focus group · Psychosocial · Qualitative property · Qualitative research · Typology · Diaspora, migration, transnational identity · Global Education and Multiculturalism · International Student and Expatriate Challenges